6+-+12

Our ELA meeting was focused on better understanding Enduring Understandings and Essential Questions, especially as they pertain to the curriculum review process. Ann Ecker joined us to assist in our understanding. The following are items that we reviewed and discussed: 1. There are four remaining dates for curriculum review. How we move forward (by course, etc.) is up to us as a group. Some departments have preferred getting started with multiple courses, but only one course at a time is needed. 2. We might consider using a readiness assessment to determine which course(s) should be brought forward (or we could just have Jon Lareau volunteer the English III course with Melissa Kehoe—which is the plan!). J 3. Other department members may attend—and are even encouraged to attend—the course review, even if it’s a different review (i.e., one not in our department). 4. Enduring Understandings (EUs) and Essential Questions (EQs) were adjusted and clarified. These are global and not skills-based and are to be applied to our entire department. 5. If we have any needs or questions, we should not hesitate to ask Ann for support so as to make the process easier; in fact, feel free to create a list of questions for Ann (related to BYOC, language arts, etc.). 6. Our first review is slated for December 20. As noted above, Jon Lareau and Melissa Kehoe will bring forward the English III course. (Thanks to both of you!) 7. We were given a copy of a course done for the art department. Please review this and ask questions! 8. Our next ELA meeting might be best spent actually using BYOC at grade levels with a focus on units and topics. **12:30-12:45** Review Ground Rules (Beth) and Review of Previous Meeting’s Feedback (Michelle)
 * ELA Meeting Minutes** **Wednesday, October 24** **12:30 - 1:45 PDC** ** Treats Thank you-- Katie Swanson, Pam Uhrig, and Jill Bobber **


 * **Results from Exit Question **
 * Rate your level of comfort in completing the template for BYOC and explain your rating.
 * 1-What’s an Enduring Understanding? 0
 * 2-I kind of get it. 8
 * 3-I’m ready to fill out BYOC template. 6
 * 4-Let me at ‘em! 3
 * **BYOC Calendar 2012-2013 **(Scroll down to page 3)


 * **December 20, 2012**
 * **February 1, 2013**
 * **April 26, 2013**
 * **May 31, 2013**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**BYOC Template**

**12:45-1:45** Enduring Understandings and Essential Questions

**12:45-1:15** //(Ann Ecker to join us)//
 * Review of our previous work and points to consider
 * Sticker activity and “voting” for what we feel would
 * We need to give room to grow at the unit level, so the understandings must be general (i.e., reflect “big picture” learning).
 * We need to tie our understandings and questions to CCSSELA.
 * These will be consistent K-12.
 * Our understandings, because they are literacy based, will support other areas.
 * **ELA Enduring Understandings and Essential Questions**

**1:15-1:45** **1:45-2:00**Transition to MAP Activity (by building – locations TBD)
 * Using the protocol for BYOC, EUs, etc.
 * How the process will help guide our curriculum work
 * Example from the art department
 * Process used
 * Feedback from 9-12: //What do you notice about the change in this department’s work from summer until now?//
 * **Curriculum (and Instruction) Review Protocol**
 * **@BYOC**

**ELA Meeting @Minutes**  **Wednesday, September 26, 2012**   **12:30-4:00** **PDC** **Treats Tom and Heidi--Thank you!**

<span style="font-family: Arial,Helvetica,sans-serif;">12:30-12:45 Ground Rules and Check-In: What are you hoping to get out of our 6-12 ELA meetings this year?


 * What we hope to get out of our ELA meetings this year –** Sharing strategies, working on collaboration ideas; what’s working with others, especially given our collective years; understanding the practical side of what we’re doing; helping others understand BYOC; more information about BYOC; learning the other standards more as we use BYOC; applying standards (and understanding the whole picture) to IEP goals for spec. ed.

<span style="font-family: Arial,Helvetica,sans-serif;"> 12:45-1:00 Clarification: Intervention or Differentiation - Nicole Horsley & Michelle Christianson <span style="font-family: Arial,Helvetica,sans-serif;">[|Common Core Essential Elements]


 * Differentiation vs. Intervention** – Michelle and Nicole shared a matrix that further clarifies their roles and gives examples of what differentiation and intervention may look like; additionally, they both shared information about what they have been doing thus far and how students (with intervention) are responding.

<span style="font-family: Arial,Helvetica,sans-serif;"> 1:00-1:30 Review of Previous Meeting and Share Progress of Standard Goal

6th – Focused on 6.7 (compare/contrast experience of reading with film, etc.) and used the Navy story about the Sullivan brothers 7th – Focused on 7.2 (theme analysis), but there was a change in direction 8th – Focused on 8.5 (compare and contrast text structure) and moved the reading of //The Diary of Ann Frank// to the fall so that they could take their classes to the Milwaukee Rep; also brought in additional nonfiction to supplement and add variety. 9th – Focused on 9/10.2 (theme) in order to help students develop thematic statements earlier; also worked with Michelle 10th – Focused on 9/10.4 (determining meaning of words and text), but did so with speech; didn’t completely accomplish this, but it’s coming up, particularly with the use of spoken word performance. 11th – Focused on citing textual evidence, working specifically on assisting students with using specific support (vs. summary) 12th – Focused on 11-12.2 (theme), collaborating to use additional graphic organizers and finding textual support.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade-level discussion
 * <span style="font-family: Arial,Helvetica,sans-serif;">Share out
 * Progress on Standard Goal (by grade level)**

<span style="font-family: Arial,Helvetica,sans-serif;">1:30-2:00 @Vision from LLT re: Literacy
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review vision
 * <span style="font-family: Arial,Helvetica,sans-serif;">What does this look like at your grade level?
 * Vision for Literacy** – We discussed how what we’re doing fits with the vision. We realize that there are areas that we need to focus on more (e.g., applying what we do to the outside world) in order to be more consistent with the vision.

<span style="font-family: Arial,Helvetica,sans-serif;">BREAK (15 minutes)

<span style="font-family: Arial,Helvetica,sans-serif;">2:15-3:45 Essential Question Activity (tied to previous meeting’s discussion of @BYOC)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Understanding @essential questions, @enduring understandings, and unit questions - Linda & Melissa J.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word Sort
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review UBD Concept Map - Melissa J.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Determining Course EQs and EUs (sticker activity) - Michelle Link to Google Doc

<span style="font-family: Arial,Helvetica,sans-serif;">3:45-4:00 Exit Activity: Rate your level of comfort in completing the template for BYOC and explain your rating. (1-What’s an Enduring Understanding? 2-I kind of get it. 3-I’m ready to fill out BYOC template. 4-Let me at ‘em!)


 * Enduring Understandings, Essential Questions, and Unit Questions** – We did a sort to help us better understand these and discussed the nuances between them. We also “voted” on potential enduring understandings with essential questions for our courses, but we realize that we will have to adjust wording in order to make them fit in with what we’re doing.

<span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="20794608" **ELA Meeting Minutes** **Tuesday, August 28, 2012**  **12:30-4:00**   **PDC**

12:30-1:15 Meet & Greet with Introductions and Clarification of Roles **//(45 minutes)//** 1:15-1:30 Review Ground Rules and Vision **//(15 minutes)//** 1:30-2:45 Review Previous Year’s Work **//(60-75 minutes)//** **CCSSELA Grade Level Review 8.27.12--Go to Google Documents (Drive)-template gallery for SM** We worked in grade-level teams and chose reading strands that we will focus on for Term/Quarter 1, sharing our plans for these goals when finished with the planning. In doing this, grade-level teams completed a template used for goal setting; we will use this to guide our instruction and share the results at our September meeting. The templates were shared or sent to Michelle and Beth and will be used as a basis for our follow-up in September and for Michelle and Nicole to determine how they can act as a resource for teachers.
 * Treat calendar (if still a ground rule)
 * Review CCSSELA Reading Standards 1-10(where to find them, bookmarks, etc.)
 * Grade-level standards review with partners
 * Goal Setting – One area/strand that you’ll improve upon in the first term, using the following guiding questions:
 * //What will you focus on?//
 * //How will you work on this?//
 * //What teacher and student evidence will you share at our next meeting?//
 * //What support do you need to attain this goal?//
 * Share your goals for meeting reading standards


 * Grade 6**
 * Grade 7**
 * Grade 8**
 * Grade 9**
 * Grade 10**
 * Grade 11**
 * Grade 12**


 * 2012-13 School Year Focus**

We reviewed the calendar for this year’s meeting dates and the focus of these meetings. We also discussed our priorities (e.g., “weeding out”) and how we will use the BYOC tool, including the viewing of initial work that has been done at the high school level, to help us assess, align, and refine our curriculum (and instruction). Although BYOC use might initially seem daunting, those who have worked with it already noted that it is actually useful in creating a better framework for what we do and how we do it. Teachers interested in gaining access to BYOC should email Beth Biskobing; however, it is crucial that when curriculum writing is done, it is through collaboration. We all realize that the process of curriculum review—assessing, aligning, and refining what we do—is a collaborative effort done with the goal of student learning.

2:45-3:30 This Year’s Work/Focus **//(10-20 minutes)//**
 * Meeting date review for 2012-13
 * Discuss priorities and weeding out
 * Weeding
 * Framework for instruction
 * @BYOC page review (see Wiki from Michelle C.)
 * High School potential template & initial BYOC input (HS representatives)

3:30-4:00 BYOC Exploration & Questions

**ELA Agenda for Half-Day @Minutes**
 * May 15, 2012**
 * 12:30-4:00 pm (PDC)**

**//NOTE: Please remember to bring your laptop. Beth Biskobing, Bill Drummond, and Linda Wawrzyniak are assigned to treats. @Treat Schedule//** 6-12 Learning Target: On May 15, we will analyze and evaluate reading anchor standards 7, 9, and 10.

12:30-12:40 **Review of Ground Rules and Check-In (Beth)**: //What are your plans for summer?// 12:40-12:50 **Review of Previous Work and Future Focus (Michelle) @Concept Map** 12:50-2:30 **Strands 7, 9, & 10 Activities**


 * Word sort for 7 & 9 (need answer key/table – Linda & Melissa)
 * Fill in Chart with a partner




 * Group Discussion Strands 7 & 9
 * What are some of the key vocabulary terms we need to clarify?
 * At what grade levels do you see a major shift in skills?
 * What does this standard look like currently in your grade level?
 * What improvements could be made at your grade level in meeting this standard more completely?
 * Strand 7 Media Discussion: Zamzar and

Strand 10
 * Strand 10 Michelle
 * ==Read and comprehend complex literary and informational texts independently and proficiently.==
 * By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. || By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. || By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently || By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. || By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. ||



Quantitative

 * Text Complexity Grade

Band in the Standards || Old Lexile Ranges || Lexile Ranges Aligned to CCR Expectations ||
 * K - 1 || N/A || N/A ||
 * 2 - 3 || 450-725 || 450-790 ||
 * 4 - 5 || 645-845 || 770-980 ||
 * 6 - 8 || 860-1010 || 955-1155 ||
 * 9 -10 || 960-1115 || 1080-1305 ||
 * 11 - CCR || 1070-1220 || 1215-1355 ||

Lexile Analyzer
Copy and paste into Notepad

Qualitative Measure Rubric 2




@Text Complexity Common Core Recommendations and South Milwaukee
2:30-2:45 Break

2:45- 3:15 Assessment of CCSSELA Christine
3:15-3:30 Exit Questions and Results Common Core Exit Questions **Exit Results** 3:30-4:00 BYOC Information

** @BYOC ** **ELA Agenda for Half-Day @Minutes**  **March 20, 2012** **12:30-4:00 pm**   **Professional Development Center (PDC)**

**//NOTE: Please remember to bring your laptop. Melissa Janssen, Julie Pikulik, and Christine Rott are assigned to treats.//** ** //Treat Schedule// ** 6-12 Learning Target: On March 20, we will //analyze and evaluate reading anchor standards 4, 5, and 6.// 12:30-12:45 **Review of Ground Rules and Check-In (Melissa J.)**: //What are your plans for spring break?// (Poll Everywhere response) Ground Rules Norms

12:45-12:50 **Review of Previous Work and Future Focus (Michelle)** Concept Map 12:50-1:05 **Optimal Literacy Program (Linda)** – We started the year with a literate student activity, and we’re going to move toward the organization or program itself. In preparing for next year’s work with Common Core and **//What does an optimal literacy program look like?//** 1:05-1:15 **@Next Year’s Plan (Beth)** – Review of next year’s plan for professional development and BYOC @http://goo.gl/eRjBP 1:15-3:00 **Strand Activity** **(Christine) – //Please build in a 15-minute break.//** 3:00-3:30 **Optimal Literacy Program Review –** //Based on first activity// (LLT Group Reports)
 * Environment
 * Student Focus
 * Curriculum
 * Values/Beliefs
 * Introduction/tie to previous strand activities – 45 minutes group work/45 minutes share Common Core ELA
 * Group work to focus on each strand (4, 5, & 6) using guiding questions and chart
 * Examine strand using chart (45 minutes)
 * Presentation of Strand (15 minutes/group) //How you share the information is up to your group, but it must include answers to the following questions://
 * //What is the strand and its main idea?//
 * //What are the key terms or vocabulary? Do they need clarification?//
 * //Examine the grade level changes. Where do the major shifts occur K-12? What// //are the key differences between the grade levels 6-12?//
 * //Moving forward, what should our focus be with regard to this strand?//

media type="custom" key="13203704" **ELA Agenda for Half-Day @Minutes**  **February 21, 2012**   **12:30-4:00 pm**   **Professional Development Center (PDC)** **//NOTE: Please remember to bring an assessment, assignment, or other example (verbal or otherwise) of how you used Reading Strand 1 in your classroom.//** **//Jill Bobber & Jenny Yocum are assigned to treats. Treat Schedule//** 6-12 Learning Target: On February 21, we will //analyze and evaluate reading anchor standards 2 and 3.// Review of Ground Rules Norms **//(Beth)//** Check-in: Share a success or shout-out about a colleague or yourself **//(12:30-12:40—Beth)//** Review of Reading Strand 1 and Previous Exit Question **//(12:40-1:00—Michelle)//**
 * Reminder of what the strand entails
 * Discuss with an elbow partner: //What one refinement did you make on an assignment, assessment, etc., to realign it with Reading Strand 1?//
 * Cloze Key Ideas and Details Achor Standards

Anchor Standard 2: Theme and Anchor Standard 3 **//(1:00-3:30 w/built in break—Linda & Melissa)//**
 * Clarification of terminology: theme
 * Introduce LLT discussion about theme’s meaning
 * Clarify theme using Vortex activity
 * Activity: //The Last Leaf//with strands 2 and 3 by grade level (w/partner)
 * Read story //The Last Leaf//
 * How would a student demonstrate proficiency of these standards using this text?
 * Guess the grade level of your standard and go to that spot
 * Report out your standard and how the text applies



Videos: Something light **//(3:30-3:40—Michelle)//**
media type="youtube" key="pQHX-SjgQvQ" height="315" width="420"

Exit Slip **//(3:40-4:00—Michelle)//**
Please indicate 2 understandings you took away from today’s activities and 2 concerns or questions you still have. media type="custom" key="12520096" media type="youtube" key="x4BK_2VULCU" height="315" width="560" **English/Language Arts Minutes**  **17 January 2012**   **12: 30 – 4:00 pm**   **Professional Development Center (PDC)**   **//*PLEASE BRING YOUR LAPTOPS!*//** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;"> 6-12 Learning Target: On January 17, we will //analyze and evaluate our curriculum based reading anchor standard 1.//

Treats brought to you by G. Costello, M. Kehoe, J. Rizzotto @Treat Schedule
<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">12:30-12:35 Review Ground Rules Norms **//(Beth)//**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">12:35-12:50 Check-In with Fortune Cookies – Read and share your fortune and make an attempt to apply it to the New Year 2012! **//(Linda)//**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">12:50-1:00 Review of November Meeting – 6-12 Bands, Exit Question, etc. **//(Michelle & Beth)//**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">1:00-2:45 Examination of a Strand – Reading Standard #1 **//(LLT Members)//**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;"> //1:00-1:05// Overview of Anchor Std. 1 (as tied to p. 7 activity) – larger picture narrowing to a focused strand **//(Christine)//**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;"> //1:05-1:15// Word Sort Activity with K-12 Strand #1 – with elbow partner **//(Melissa & Linda)//**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;"> //1:15-1:25// Post-Activity Discussion with Guiding Questions **//(Beth, Melissa, Linda)//**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">At what grade levels do you see a major change? **//(Beth)//**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Why is it important for us to know what happens at the elementary level? **//(Melissa)//**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Summary of K-5 feedback **//(Linda)//**

**CCSSELA**
<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**//(15-MINUTE BREAK)//**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 1.06em;">//2:30-2:45// Post discussion **//(Beth)//**

 * <span style="font-family: Arial,Helvetica,sans-serif;">What were some things you noticed while completing the chart with your group?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How should a student look differently according to CC from 6-12?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What conclusions can you draw about potential gaps?

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**//(5-MINUTE BREAK)//** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 20px;">2:50-3:20 Review of Importance of Questioning AND Reading Standards Preview – Individual Cloze Passage Activity **//(Michelle)//**  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">

<span style="font-family: Arial,Helvetica,sans-serif;">3:20-4:00 Exit Activity #5 / Evaluation **//(Beth)//**
media type="custom" key="12095347" 6-12 Learning Target: On November 8, we will //assess// current curriculum through the CCSS Curriculum Maps Grade Span Descriptions and //identify// what we are already doing so that we can then look at the CCSS strands as they relate to what we are doing
 * English/Language Arts Meeting Minutes**
 * 8 November 2011**
 * 12: 30 – 4:00 pm**
 * Professional Development Center (PDC)**
 * //*PLEASE BRING YOUR LAPTOPS!*//**

Treats brought to you by Jenny R., Tom S., and Pam U. Treat Schedule

12:30-12:50 Review of Ground Rules, Norms, Feedback and Work Completed on 10/18

12:50-1:00 Concept Map of ELA 6-12

1:00- 1:10 Common Core Curriculum Maps Grade Span Descriptions 6-8 / 9-12 Whole Group Activity Grade Span Description Grades K-5

Grade Span Description Grades 6-8

Grade Span Description Grades 9-12

1:10-2:10 Common Core Curriculum Maps Grade Span Descriptions Highlighting Activity Yellow-do this Pink-do not do this Green-not sure

6-8 and 9-12 Groups

2:10-2:25 BREAK

2:25-3:25 Google Docs CCSS Grade Spans--Grade Level Descriptions--Knowledge, Skills, and Understandings 6-8 Google Doc

9-12 Google Doc

3:25-3:40 Debriefing

3:40-4:00 Exit Slip #4 and Evaluation of the Day media type="custom" key="11229988" <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**English/Language Arts Meeting Minutes**
 * 18 October 2011**
 * 12:30 – 4:00 pm**
 * Professional Development Center (PDC)**

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">//*PLEASE BRING YOUR LAPTOPS!*// <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;"> **Treats brought to you by Gail Essex, Collette Kimber, and Katie Swanson! Treat Schedule** 12:30-1:00 Review of Ground Rules Norms & Meeting Feedback Exit Question #1 Discussion--Group members noticed a common theme. Exit Question #2--Group members noticed a common theme. ==1:00-2:15 [|Common Core’s Literate Student (p. 7 activity)] == Groups of five digested the Common Core's Literate student (enduring understandings). They discussed key terms and application to the classroom.
 * results rather than means
 * freedom and respect for teachers
 * researching and technology integration
 * looks different, but doing it
 * flexibility for teacher
 * connection to College and Career Readiness
 * more comfortable
 * more creativity
 * clear expectations
 * most comfortable with structure, some still have questions

2:30-3:15 CC’s Literate Student: Discussion/Feedback
Whole group--each group shared out one of the seven enduring understandings from page 7.

3:15-3:30 Comparison: CCSSELA, CCSSM, ISTE
The comparisons were introduced. Each teacher will receive a mini poster of CCSSELA page 7.

3:30-3:45 Common Language Review/Refresher
The whole group enjoyed a vocabulary review of key terms from page 7.

<span style="font-family: Verdana,Geneva,sans-serif;">3:45-4:00 Exit Card Activity ** [|Exit Question #3] **
<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">media type="custom" key="10923052"

<span style="font-family: Verdana,Geneva,sans-serif;">** Evaluation of today **

 * []**

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;"> <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;"> <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">** English/Language Arts Meeting Minutes ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">** 26 September 2011 ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">** 12:45 – 4:00 pm **

===<span style="color: #404040; font-family: Verdana,Geneva,sans-serif;"> 12:50-1:30 Literate Student Activity – Student, Teacher, Post-Secondary Ed., Business, Parent/Community What does a SM literate student look like? ===

<span style="color: #404040; font-family: Verdana,Geneva,sans-serif;">Group 2- Teacher
===<span style="color: #404040; font-family: Verdana,Geneva,sans-serif;">Group 3- Post-Secondary Ed. ===

<span style="color: #404040; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">1:30-1:40 Common Core Design – //How does this tie to our activity?//
<span style="color: #404040; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">media type="youtube" key="9IGD9oLofks" height="315" width="560"

=<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">CCSSELA PDF = = = =<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">College Readiness Standards =

// What does this mean? What does this look like at your grade level? Is the grade level in which it’s done the same as in the Common Core? Tabled until October. //
=<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">3:45-4:00 Exit Card Activity--Online Stickies =

<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10615112"
<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif;">media type="youtube" key="BwND8J2SvGE" height="315" width="560"